• Problem Statement: Engaging students is challenging for courses where subject matter is abstract (such as semiconductor physics) • Hypothesis: Student learning and interest in courses with abstract concepts will be improved by the incorporation of inquiry-based learning methods • Study Objective: Introduce inquiry-based learning methods to EECS 320, assess student performance and interest in course material. Jamie Phillips , Associate Professor, EECS Department , [email protected] Emine Cagin, Ph.D. Candidate, EECS Department, [email protected] The Investigating Student Learning (ISL) Program was funded by the University of Michigan Office of the Provost, the College of Engineering, and the Center for Research on Learning and Teaching. • Inquiry based learning: teaching method where students and the instructor together explore conceptual principles via inquiry, linking concepts to knowledge already familiar to the student. • Just-in-time teaching: introducing or reviewing a concept just prior to teaching . The intent is to encourage students to think about the concepts prior to the formal introduction, and to provide feedback on student background to the instructor. • EECS 320: junior-level introductory course on semiconductor devices for electrical and computer engineering students. Topics include semiconductor physics, diodes, and transistors. Inquiry-based learning: Introduce four in-class inquiry-based activities to introduce concepts. 1. “Top down” introduction to electron motion in semiconductors 2. “Act out” electron motion in doped semiconductor material 3. “Act out” formation of p-n junction diode 4. “Act out” operation of field effect transistors Just-in-time teaching: Introduce online quizzes (Ctools) as “warm-up” exercises to prepare students for new concepts. 1. Electromagnetics/electrostatics review 2. P-N junction diode 3. Metal-Oxide-Semiconductor band diagrams Assessment: Student performance and response 1. Focus groups 2. Surveys on behavior, confidence, and interest 3. Class performance Inquiry-Based Learning Activities JiTT / Warm-Up Exercises • Student interest partially determines their subsequent plans • Focus groups suggest discrepancies often come from scheduling EECS 320 late in the undergraduate curriculum • “It all came together and clicked when we acted out the MOSFET.” • “Acting out the transistor helped me visualize the MOSFET operation, and understand it thoroughly.” • “I got in the head of an electron.” Focus groups indicate that students benefit from visualizing the concept and seeing the complete picture: Focus groups indicated that students used the exercises to get in the proper mindset before lectures and to correct misconceptions: • “I was ready to learn, and somewhat curious when I arrived in lecture following a warm up quiz.” • “I understood the material better when I was initially wrong in my guess.” • Focus group interview with former students suggest that most students were "turned off“ after EECS 320 • Previous perception of semiconductors was that it is a standalone esoteric field of study. Students felt concepts from EECS 320 remained unclear in future classes. • weak correlation observed between motivation and performance • Interest in 320 high for current class, but does not appear to have a direct translation to further study of semiconductors • Interest and confidence correlates closely with how useful students found the inquiry based approach • Student motivation matters for near-term recruitment and retention in the semiconductors field • Inquiry based (acting) exercises improved student learning and motivation by helping students visualize otherwise abstract concepts • JiTT (warm up) exercises improved student learning by preparing them for upcoming concepts. Concepts were put in context, and linked to previous classes/concepts • Advising students to take EECS 320 earlier in their studies will allow them to explore semiconductors further • Performance of students in this 320 class was strong, though improved methods of evaluating the effect of JiTT and inquiry based learning need to be studied further